common core state standards deconstructed for...

Common Core State StandardsDECONSTRUCTED for INSTRUCTION

Booklet III: Sixth Grade to Eight Grade, English Language Arts

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How to use this booklet

“You cannot teach a Common Core Standard – you must teach the skills inside of each standard.”

This booklet presents each Common Core Standard broken down into components:

1. The College & Career Anchor Standard Component, which determines the level of critical understanding expected for the standard

2. The Content Standard – the actual Common Core Standard printed completely

3. The skills within the standard and their Performance Target. The Performance Target

tells you how to teach and assess the skill.

Join us for free webinars on how to use Deconstructed Standards, go to www.clihome.com and

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Category: Text Types and Purposes Strand: Writing

Anchor Standard: w.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Know: Identify an informative/explanatory text

Know: Select a topic for an informative/explanatory writing

Think: Combine drawing, dictation, and writing to compose informational/explanatory text to supply additional information

Do: Write an informative/explanatory text in which they name a topic

K.W.2

What you’ll encounter in the pages to come:

The grade level standard

Category: Basic component of understanding at each grade level within the anchor standard. These allow educators to see progress toward the grade level standards in a certain area, not just across the standards.

Strand: The strands represent the general areas of English Language Arts in which the Common Core State Standards are organized.

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Anchor Standards:Anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Deconstruction: The standards are deconstructed into concise statements about what the students need to know and be able to do. They are organized by Performance Targets to make it easier to choose the correct method of instruction and assessment.

Do: Write an informative/explanatory text in which they supply some information

Index Page Number

3

Anchor Standards:Anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

6.RL.1 8

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.RL.2 8

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.RL.3 8

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

6.RL.4 9

Determine the meaning of words, and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

6.RL.5 9

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

6.RL.6 9

Explain how an author develops the point of view of the narrator or speaker in a text.

6.RL.7 10

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

6.RL.8 10

(Not applicable to literature)

6.RL.9 10

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

6.RL.10 11

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6.RI.1 11


6.RI.2 11

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6.RI.3 12

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

6.RI.4 12

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Index Page Number

4

6.RI.5 12

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

6.RI.6 12

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

6.RI.7 13

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

6.RI.8 13

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.RI.9 13

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

6.RI.10 13

By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6.W.1 14

Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

6.W.2 15

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from the information or explanation presented.

Index Page Number

5

6.W.3 16

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

6.W.4 16

Produce clear and coherent writing in which the development, organization, and style area appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

6.W.5 17

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on pages 22 and 23.)

6.W.6 17

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

6.W.7 17

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

6.W.8 18

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.W.9 18

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

6.W.10 19

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

6.SL.1 19

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Index Page Number

6

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

6.SL.2 20

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

6.SL.3 20

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.SL.4 21

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

6.SL.5 21

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

6.SL.6 22

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on pages 22 and 23 for specific expectations.)

6.L.1 22

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).

c. Recognize and correct inappropriate shifts in pronoun number and person.

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

6.L.2 23

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

b. Spell correctly.

6.L.3 23

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Vary sentence patterns for meaning, reader/listener interest, and style.

b. Maintain consistency in style and tone.

Index Page Number

7

6.L.4 24

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

6.L.5 25

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., personification) in context.

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

6.L.6 25

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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© The Common Core Institute


Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Category: Key Ideas and Details Strand: Reading Literature

Anchor Standard: 6.RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Know: Recognize explicit textual evidenceKnow: Recognize inferences made in textThink: Cite explicitly stated textual evidenceThink: Analyze text to infer


Anchor Standard: 6.RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Know: Define and understand theme or central ideasKnow: Identify details supporting the main idea or themeThink: Analyze supporting detailsThink: Distinguish between textual facts and personal opinions or judgmentsThink: Summarize a text based on facts


Anchor Standard: 6.RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Know: Recall a series of episodes from a particular story or dramaKnow: Identify character response or changeThink: Summarize how a plot unfolds in episodesThink: Analyze how character(s) respond or change towards resolution

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6.RL.1

6.RL.2

6.RL.3

Reading Standards for Literature

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Determine the meaning of words, and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Explain how an author develops the point of view of the narrator or speaker in a text.

Category: Craft and Structure Strand: Reading Literature

Anchor Standard: 6.RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Know: Identify figurative and connotative words and phrasesKnow: Recognize meaning and tone in a textThink: Interpret figurative and connotative meaningsThink: Analyze the impact of word choice on meaning and tone


Anchor Standard: 6.RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Know: Define the various structures of literacy textKnow: Recognize the theme, setting, or plotThink: Analyze how a sentence, chapter, scene, or stanza fits into the overall structure of a textThink: Analyze how particular structure contributes to development of theme, setting, or plot.


Anchor Standard: 6.RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

Know: Explain point of view through a narrator or speakerKnow: Explain how an author develops different points of viewKnow: Identify details used to develop point of viewKnow: Recognize author’s strategies to develop point of view

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6.RL.4

6.RL.5

6.RL.6

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Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Category: Integration of Knowledge and Ideas Strand: Reading Literature

Anchor Standard: 6.RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Think: Analyze how stories of different genre approach a similar theme and topicThink: Compare and contrast how stories of the same genre approach a similar theme and topic

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6.RL.9

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.



Anchor Standard: 6.RL.CCR.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Know: Recognize the differences of multiple text formats - text, audio, visual, live performanceThink: Evaluate the value of multiple text formats - text, audio, visual, liveThink: Contrast what is seen/heard in a text when visually/auditorily presented to what is experienced when read


Anchor Standard: 6.RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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6.RL.8

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Category: Range of Reading and Level of Text Complexity Strand: Reading Literature

Anchor Standard: 6.RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.

Know: Identify/understand key ideas and detailsKnow: Identify/understand craft and structureKnow: Identify/understand integration of knowledgeThink: Comprehend key ideas and detailsThink: Comprehend craft and structureThink: Comprehend integration of knowledge

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Category: Key Ideas and Details Strand: Reading Informational Text

Anchor Standard: 6.Ri.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Know: Identify textual evidence supporting analysisKnow: Recognize textual evidence that supports inferences of textThink: Summarize and cite the evidence that supports explicit analysis and inferences

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6.RI.1

Reading Standards for Informational Text

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


Anchor Standard: 6.Ri.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Know: Define the central idea and particular detailsKnow: Recall central idea devoid of personal opinion and judgmentThink: Summarize details supporting the central idea in a non-biased summary

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6.RI.2

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Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Category: Craft and Structure Strand: Reading Informational Text

Anchor Standard: 6.Ri.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Know: Identify figurative, connotative, and technical words and phrasesThink: Determine the meaning of figurative, connotative, and technical words and phrases


Anchor Standard: 6.Ri.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

Know: Identify details or examples developing the point of view or purposeKnow: Explain how the author conveys his/her point of view


Anchor Standard: 6.Ri.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Know: Recognize text structure through chronology, comparison, cause/effect, and problem/solutionThink: Analyze how particular sentences, paragraphs, chapters, or sections fit textual structureThink: Analyze how sentences, paragraphs, chapters, or sections contribute to idea development

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6.RI.4

6.RI.6

6.RI.5

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).


Anchor Standard: 6.Ri.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Know: Identify key individuals, events, and ideas Know: Define anecdoteThink: Analyze how key individuals, events, and ideas are introduced, illustrated, and elaborated

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6.RI.3

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Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Category: Integration of Knowledge and Ideas Strand: Reading Informational Text

Anchor Standard: 6.Ri.CCR.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Know: Access information from different media, formats, or textsThink: Integrate information from various media, formats, or textsThink: Demonstrate understanding using information from various media/formats


Anchor Standard: 6.Ri.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Know: Recall arguments and claims of a textKnow: Identify reasons and evidenceThink: Summarize the argument and specific claimsThink: Evaluate the argument and claims for support

Category: Integration of Knowledge and Ideas Strand: Reading & Literacy

Anchor Standard: 6.Ri.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Know: Identify events common in two or more textsThink: Compare/contrast the events depicted by different authors

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6.RI.7

6.RI.8

6.RI.9


Category: Range of Reading and Level of Text Complexity Strand: Reading & Literacy

Anchor Standard: 6.Ri.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.

Know: Identify key ideas, details, craft, structure, and integration of knowledgeThink: Comprehend key ideas, details, craft, structure, and integration of knowledge

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6.RI.10

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Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the reasons and evidence clearly.b. Support claim(s) with clear reasons and relevant evidence, using credible

sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to clarify the relationships among claim(s)

and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument

presented.


Anchor Standard: 6.w.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Know: Select credible sourcesKnow: Recognize words, phrases, and clauses showing relationships among claimsKnow: Recognize claims, relevance, and evidenceKnow: Identify and define formal styleKnow: Explain the argument presentedThink: Organize reasons and evidence with supportThink: Evaluate credibility of sources usedThink: Evaluate relevance of the evidenceThink: Demonstrate topical understandingThink: Clarify relationships among claims and reasonsThink: Establish and maintain a formal styleThink: Plan a concluding statement following the argumentDo: Write an argument including an introduction and concluding statementDo: Write an argument including organization of reasons and evidence with credible sourcesDo: Write an argument including words, phrases, and clauses that clarify relationshipsDo: Write an argument that establishes and maintains a formal style

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6.W.1

Writing Standards

15



a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


c. Use appropriate transitions to clarify the relationships among ideas and concepts.

e. Use precise language and domain-specific vocabulary to inform about or explain the topic.

f. Establish and maintain a formal style.g. Provide a concluding statement or section that follows from the

information or explanation presented.


Anchor Standard: 6.w.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Know: Identify formal styles of writingKnow: Identify relevant facts, definitions, concrete details, quotations, and examplesKnow: Identify transitions that clarify idea and concept relationshipsKnow: Identify precise language and domain-specific vocabularyThink: Determine when to include formatting, graphics, and multimedia to aid comprehensionThink: Select transitions that clarify relationshipsThink: Determine how to organize ideas, concepts, and informationThink: Select precise language and domain-specific vocabulary to inform or explainThink: Establish and maintain a formal styleThink: Determine a supportive concluding statementDo: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information, maintaining a formal style and providing a concluding statement or sectionDo: Write with text selection, organization, and analysis in mindDo: Introduce, organize, and develop a topic with relevant facts, definitions, concrete details, quotations, examples, and other informationDo: Use formatting, graphics, and multimedia to aid comprehensionDo: Use transitions to clarify the relationships between ideas and conceptsDo: Use precise language and domain-specific vocabulary to inform or explain

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6.W.2

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a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.



d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.


Anchor Standard: 6.w.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Know: Recognize the characteristics of a narrativeKnow: Recognize ways authors engage readersKnow: Recognize how writers use transitional words to signal changeThink: Analyze narrative techniques of dialogue, pacing, and descriptionThink: Compare/contrast relevant and irrelevant details in developing experiences, events, and characterThink: Analyze effective organizational patterns and conclusionsDo: Use techniques to engage the reader and establish contextDo: Use precise words, details, and language to develop experiences and eventsDo: Write a narrative that engages and establishes a context and provides a conclusionDo: Write a narrative that uses dialogue and description to develop experiences, events, and charactersDo: Write a narrative that uses transitions to convey sequence and signal shiftsDo: Write a narrative that uses precise, descriptive sensory language

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6.W.3

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Category: Production and Distribution of Writing Strand: Writing

Anchor Standard: 6.w.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Think: Analyze the reason for writing to decide on task, purpose, or audienceThink: Determine suitable idea development, organization, and style strategiesDo: Produce clear and coherent writing with idea development, organization, and style Do

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With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 on pages 22 and 23.)


Anchor Standard: 6.w.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Know: Recognize how to plan, revise, edit, rewrite, and try a new approachKnow: Know how to edit for conventionsThink: Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach

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6.W.5

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.


Anchor Standard: 6.w.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Know: Know how to download, save, upload, and attach documentsKnow: Select tools for communicating and collaboratingThink: Evaluate technology tools for collaborating, producing, and publishing writingDo: Use technology to collaborate, produce, and publish writingDo: Use keyboarding skills to type at least three pages in a single sitting

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6.W.6

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Category: Research to Build and Present Knowledge Strand: Writing

Anchor Standard: 6.w.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Know: Select appropriate research and inquiry methodsKnow: Select multiple resources to conduct short research projectsThink: Evaluate sources to answer a research questionThink: Narrow/refocus the inquiry by selecting information from multiple sourcesDo: Conduct a short research project to answer a question

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6.W.7

18


Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.


Anchor Standard: 6.w.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Know: Recognize a credible sourceKnow: Recognize plagiarismThink: Summarize information from print and digital sourcesThink: Assess the credibility of each sourceDo: Paraphrase and credit sources to avoid plagiarismDo: Provide basic bibliographic information

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6.W.8


a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).


Anchor Standard: 6.w.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Know: Identify key ideas and details to support conclusionsKnow: Cite textual evidence to analyze explicit textThink: Draw evidence as support for research

Think: Analyze key ideas and details as evidence of understanding text

Think: Reflect on key ideas and details as evidence of understanding text

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6.W.9

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a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Category: Range of Writing Strand: Writing

Anchor Standard: 6.w.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Know: Identify task, purpose, and audience for various types of writingKnow: Identify and understand the various organizational structuresThink: Determine when to write for short or extended time frames

Think: Determine appropriate organizational structure for various writing

Do: Write for various tasks, purposes, and audiences for short or extended time framesDo: Write for a range of discipline-specific tasks, purposes, and audiences

Category: Comprehension and Collaboration Strand: Speaking & Listening

Anchor Standard: 6.SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Know: Identify key ideas from reading materialKnow: Identify components of a collegial discussion and planningKnow: Recognize multiple perspectives and opposing viewpoints

Think: Reflect on discussion topics using evidence

Think: Define individual roles for particular discussionsThink: Collaborate to set goals and deadlinesThink: Justify ideas and responses shared with evidenceThink: Formulate comments, questions, and responses based on evidenceThink: Paraphrase and reflect on multiple perspectives posed in discussions

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6.W.10

6.SL.1

Speaking & Listening Standards

20


Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.


Anchor Standard: 6.SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Know: Identify details and information that contribute to the topic, text, and issues studiedThink: Visually, quantitatively, and orally interpret information presented in various media and formatsThink: Explain how information contributes to a topic, text, or to an issue


Anchor Standard: 6.SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Know: Define and identify arguments, claims, reasons, and evidenceThink: Distinguish between supported and unsupported claimsThink: Delineate a speaker’s argument and specific claims

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6.SL.2

6.SL.3

Do: Engage in a variety of discussions by listening and sharing acquired and prior knowledgeDo: Follow agreed-upon rules during discussionDo: Carry out assigned roles during discussionDo: Pose and respond to specific questions to clarify understandingDo: Connect comments to others’ remarksDo: Express ideas clearly

Do

21


Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Category: Presentation of Knowledge and Ideas Strand: Speaking & Listening

Anchor Standard: 6.SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Know: Identify findings, claims, descriptions, facts, and detailsKnow: Recognize appropriate eye contact, volume, and pronunciationThink: Determine logical sequence and pertinent descriptions

Think: Determine facts and details that accentuate ideas or themes

Do: Orally present claims and findings, sequencing ideas logicallyDo: Orally present claims and findings using pertinent descriptions, facts, and detailsDo: Use appropriate eye contact, volume, and clear pronunciation


Anchor Standard: 6.SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Think: Clarify informationThink: Determine what multimedia components best clarify information in presentationsThink: Determine what visual displays will best clarify information in presentations

Do: Include multimedia components in a presentation to clarify information

Do: Incorporate visual displays in a presentation to clarify information

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6.SL.4

6.SL.5

22




a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).c. Recognize and correct inappropriate shifts in pronoun number and person.d. Recognize and correct vague pronouns (i.e., ones with unclear or

ambiguous antecedents).e. Recognize variations from standard English in their own and others’ writing

and speaking, and identify and use strategies to improve expression in conventional language.


Anchor Standard: 6.SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Know: Identify formal and informal settingsKnow: Describe the qualities of formal and informal speechThink: Distinguish between formal and informal speech

Think: Evaluate if formal or informal speech is appropriate in the context of a given situation

Do: Adapt speech to a given context or taskDo: Demonstrate correct use of formal English when appropriate

Category: Conventions of Standard English Strand: Language

Anchor Standard: 6.L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Know: Recognize pronoun case: subjective, objective, possessiveKnow: Recognize intensive pronouns (myself and ourselves)Know: Recognize vague pronouns

Know: Recognize shifts in pronoun number and person

Know: Recognize variations from standard EnglishThink: Correct shifts in pronoun number and personThink: Correct vague pronounsDo: Place pronouns in the proper caseDo: Use intensive pronounsDo: Use correct pronoun number and personDo: Use correct vague pronoun variations when speakingDo: Demonstrate command of standard English grammar and usage when writingDo: Demonstrate command of standard English grammar and usage when speaking

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6.SL.6

6.L.1

Language

Do

23



a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

b. Spell correctly.


Anchor Standard: 6.L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Know: Recognize correct capitalization, punctuation, and spellingKnow: Use proper punctuation for nonrestrictive/parenthetical elementsDo: Apply spelling rules

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6.L.2


a. Vary sentence patterns for meaning, reader/listener interest, and style.b. Maintain consistency in style and tone.

Category: Knowledge of Language Strand: Language

Anchor Standard: 6.L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Know: Recognize language conventions for writing, speaking, reading and listeningKnow: Recognize various sentence patternsKnow: Recognize style and tone

Think: Apply language knowledge when writing, reading, and listening

Think: Apply knowledge of language conventions when writing, reading, and listeningThink: Determine when to vary sentence patterns for meaning, reader/listener interest, or styleThink: Maintain consistency in style and tone when writingDo: Use knowledge of language and conventions when speakingDo: Vary sentence patterns for meaning, listener interest, and styleDo: Maintain consistency in style and tone while speaking

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6.L.3

24




b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


Category: Vocabulary Acquisition and Use Strand: Language

Anchor Standard: 6.L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Know: Identify common context cluesKnow: Identify and define Greek and Latin affixes and rootsKnow: Use common reference materials to find pronunciation, clarification of meaning, or part of speechThink: Determine the meaning of words using context clues or Greek and Latin affixes and rootsThink: Verify preliminary determination of a word’s inferred meaning in context or a dictionaryThink: Choose from a range of vocabulary strategies to determine a word’s meaning

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6.L.4

25



a. Interpret figures of speech (e.g., personification) in context.b. Use the relationship between particular words (e.g., cause/effect,

part/whole, item/category) to better understand each of the words.c. Distinguish among the connotations (associations) of words with

similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).



Anchor Standard: 6.L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Know: Interpret different types of figures of speechKnow: Distinguish among the different types of word relationshipsKnow: Define the terms denotations and connotations of words

Think: Analyze text to locate figures of speech

Think: Analyze the relationship between particular wordsThink: Distinguish among the connotations of words with similar denotations


Anchor Standard: 6.L.CCR.6: Acquire and use accurately a range of general academic anddomain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Know: Identify general academic and domain-specific words and phrasesKnow: Gather vocabulary knowledge important to comprehension or expressionThink: Accurately use words important to the comprehension of general academic and domain-specific wordsThink: Apply vocabulary knowledge when considering words important to comprehension of expressionThink: Select appropriate resources to aid in gathering vocabulary knowledge

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6.L.5

6.L.6

Common Core State Standards

DECONSTRUCTED

Seventh Grade, English Language Arts

26

Index Page Number

27

7.RL.1 32

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RL.2 32

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

7.RL.3 32

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

7.RL.4 33

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

7.RL.5 33

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

7.RL.6 34

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

7.RL.7 34

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

7.RL.8 34


7.RL.9 35

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

7.RL.10 35


7.RI.1 35


7.RI.2 36

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

7.RI.3 36

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

7.RI.4 36

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Index Page Number

28

7.RI.5 37

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

7.RI.6 37

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

7.RI.7 37

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

7.RI.8 38

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

7.RI.9 38

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

7.RI.10 38


7.W.1 39


a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.


e Provide a concluding statement or section that follows from and supports the argument presented.

7.W.2 40


a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.



f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Index Page Number

29

7.W.3 41


a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.



d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

7.W.4 42


7.W.5 42

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 on pages 49 and 50.)

7.W.6 43

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

7.W.7 43

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

7.W.8 44

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

7.W.9 44


a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

7.W.10 45


Index Page Number

30

7.SL.1 46


a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

7.SL.2 47

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

7.SL.3 47

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

7.SL.4 47

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

7.SL.5 48

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

7.SL.6 48


7.L.1 49


a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

7.L.2 49


a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. Spell correctly.

7.L.3 50

Use knowledge of language and its conventions when writing, speaking, reading or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Index Page Number

31

7.L.4 51



b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.


7.L.5 52


a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

7.L.6 52


32



Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).



Know: Identify inferences from a textKnow: Identify explicit information from a textKnow: Recognize credible resources/sourcesThink: Explicitly analyze what a text saysThink: Formulate inferences from textual materialThink: Cite resources that support analysis



Know: Recognize theme and central ideaKnow: Identify supporting detailsThink: Determine a theme or central ideaThink: Analyze theme or central idea development over the course of a textDo: Provide an objective summary



Know: Describe elements of a story or dramaKnow: Identify interactions between elementsThink: Analyze how a change in one element shapes anotherThink: Analyze how elements of a story or drama interact

Know

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7.RL.1

7.RL.2

7.RL.3

33


Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.



Know: Identify figurative words and phrasesKnow: Identify connotative words and phrasesKnow: Identify rhymes and repetitions of sounds, including alliteration in a verse or stanzaKnow: Identify rhymes and repetitions of sounds, including alliteration in a story or dramaThink: Interpret figurative meaningsThink: Interpret connotative meaningsThink: Analyze the impact of rhymes and repetitions of sounds in a stanza or poemThink: Analyze the impact of rhymes and repetitions of sounds in a story or drama


Anchor Standard: 7.RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Know: Identify the poetic elements contributing to form/structureKnow: Identify the form/structure of various types of poetry and dramaKnow: Explain the meaning of a poemThink: Analyze the structure of a drama or poemThink: Analyze the meaning of a drama or poemThink: Analyze the relationship between the poem/drama’s form and structure

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7.RL.4

7.RL.5

34


Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).



Know: Identify authors’ strategies used to contrast points of view of different characters or narratorThink: Cite details or examples where the author develops the point of view of various characters or narratorsThink: Compare/contrast points of view of different characters or narratorsThink: Analyze how the author develops points of view of different characters or the narratorsThink: Analyze how the author contrasts different points of view in a single text



Know: Identify various mediumsKnow: Recognize multimedia versions, film and stageThink: Analyze the effects of various medium techniques on written text - stories, dramas, and poemsThink: Analyze the effects of various medium techniques on audio, film, stage, and multimediaThink: Determine the similarities of text to mediaThink: Determine the differences of text to media

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7.RL.6

7.RL.7




Know:Know:Think:

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7.RL.8

35


Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.




Know: Identify a time, place, or character in an historical accountKnow: Identify a time, place, or character in a fictional workThink: Compare/contrast historical portrayal of a time, place, or character against a historical account of the same period



Know: Identify/understand key ideas and detailsKnow: Identify/understand craft and structureThink: Comprehend key ideas and details

Know

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7.RL.9

7.RL.10




Know: Identify inferences from a textKnow: Identify explicit information from a textKnow: Recognize credible resources/sourcesThink: Analyze several pieces of a text to determine what it explicitly saysThink: Formulate inferences from textual material

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7.RI.1


Think: Comprehend craft and structure

36


Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).



Know: Identify two or more central ideasKnow: Define and recognize an objective summaryThink: Analyze the development of two or more central ideasThink: Provide an objective summary of the text



Know: Identify key ideas about individuals, events, and ideas in a textKnow: Analyze the interactions between individuals, events, and ideas in a textThink: Discuss how ideas influence eventsThink: Discuss how individuals influence ideas or events

Know

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7.RI.2

7.RI.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.



Know: Identify figurative, connotative, and technical words and phrasesKnow: Identify tone in textThink: Determine the meaning of figurative, connotative, and technical words/phrasesThink: Analyze how meaning and tone are impacted by specific word choice

Know

ThinK

7.RI.4

37


Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.



Know: Determine how major sections of text contribute to or develop the main ideaThink: Analyze how sentences contribute to, or develop the main ideaThink: Analyze how paragraphs contribute to, or develop the main ideaThink: Analyze how a chapter/section contributes to, or develops the main idea

Know

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7.RI.5

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).



Know: Determine the author’s point of view or purposeKnow: Identify details or examples for developing the point of view or purposeThink: Explain how the author conveys his/her point of viewThink: Make a distinction between the author’s point of view and those of others mentioned or impliedThink: Contrast how the author distinguishes his/her position from that of othersThink: Support your analysis with textual examples



Know: Recognize characteristics of audio, video, and multimedia versions of textThink: Describe similarities and differences between various media portrayals of subjectsThink: Analyze how the audio, video, or multimedia version of various text portrays the subject

Know

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7.RI.6

7.RI.7

38


Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.




Know: Define relevant evidenceKnow: Define sufficient evidenceKnow: Define sound reasoningKnow: Identify the argument and claims in a textThink: Trace the argument and specific claimsThink: Assess the relevance of evidence for specific claimsThink: Assess the sufficiency of evidence for specific claimsThink: Assess the soundness of the reasoningThink: Evaluate the argument and specific claims



Know: Identify key information by different authors emphasizing different evidenceKnow: Identify key information by different authors advancing different interpretations of factsThink: Analyze how texts by different authors shape their ideas by emphasizing different evidenceThink: Analyze how texts by different authors shape their ideas by advancing different interpretations of facts

Category: Range of Reading and Level of Text Complexity Strand: Reading Informational Text


Know: Identify/understand key ideas and detailsKnow: Identify/understand craft and structureThink: Comprehend key ideas and details

Know

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7.RI.8

7.RI.9

7.RI.10


39


Writing Standards

Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and

organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports

the argument presented.



Know: Identify accurate, credible sourcesKnow: Recognize phrases and clauses that create cohesion and clarify relationshipsKnow: Identify and define alternate and opposing claimsKnow: Identify and define relevance, evidence, argument, and cohesionKnow: Identify and define formal styleThink: Determine how to introduce claims and acknowledge alternate or opposing claimsThink: Organize reasons and evidence logicallyThink: Determine logical and relevant support for claimsThink: Evaluate sources for credibility and accuracyThink: Evaluate relevance of the evidenceThink: Understand the topic or textDo: Create cohesion and clarify relationshipsDo: Establish and maintain a formal styleDo: Plan a concluding statement following the argumentDo: Produce an argument which introduces claims and acknowledges opposing or alternate claimsDo: Produce an argument to support claims, which is logically organizedDo: Produce an argument to support claims, which supports claims with logical reasoning and relevant evidenceDo: Produce an argument to support claims, which cites credible and accurate sourcesDo: Produce an argument to support claims, which uses words, phrases, and clauses to create cohesion and clarify relationshipsDo: Produce an argument to support claims, which establishes and maintains a formal styleDo: Produce an argument to support claims, which provides an appropriate concluding statement that follows from and supports the argument presented

Know

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Do

Do

7.W.1

40



a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.


e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports

the information or explanation presented.



Think: Determine which strategy is most effective to further develop a topic including definitions, classifications, comparison/contrast, and cause/effectThink: Determine when to include graphics or multimediaThink: Select transitions that clarify relationshipsThink: Determine how to organize ideas, concepts, and informationThink: Select appropriate transitions to create cohesion and clarify relationshipsThink: Determine precise language and domain-specific vocabularyThink: Establish and maintain a formal styleThink: Determine a supportive concluding statementDo: Write informative/explanatory texts to examine a topic, convey ideas, or explain concepts and informationDo: Write with organizationDo: Write with analysis of relevant contentDo: Introduce and develop a topic with relevant facts, definitions, concrete details, quotations, and examplesDo: Organize ideas, concepts, and information using definitions, classifications, comparison/contrast, and cause/effectDo: Use formatting, graphics, and multimedia to aid comprehensionDo: Use transitions to clarify the relationships between ideas and conceptsDo: Use precise language and domain-specific vocabulary to inform or explainDo: Establish and maintain a formal styleDo: Provide a concluding statement or section

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7.W.2

41










Know: Identify various points of view in a narrativeKnow: Identify how authors use precise words/phrases, descriptions, and sensory details to help readers visualize or sense actionThink: Compare/contrast relevant and irrelevant details in developing experiences, events, and charactersDo: Use techniques to engage the reader and establish contextDo: Use dialogue, pacing, and description to develop events and charactersDo: Use a variety of transitions to move events along and to signal shiftsDo: Develop conclusions that reflect on the eventsDo: Use precise, descriptive, and sensory language to capture the action and to develop experiences and eventsDo: Write a narrative that engages the readerDo: Write a narrative that establishes a context and point of viewDo: Write a narrative that uses dialogue, pacing, and description to develop experiences, events, charactersDo: Write a narrative that uses a variety of transitions to convey sequence and signal shiftsDo: Write a narrative that uses appropriate precise, descriptive sensory languageDo: Write a narrative that leads to a reflective conclusion

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7.W.3

42






Think: Analyze the reason for writing to inform task, purpose, and audienceThink: Determine suitable idea development strategies, organization, and styleDo: Produce writing with clear and coherent idea developmentDo: Produce writing with clear and coherent organizationDo: Produce writing with clear and coherent style



Know: Recognize how to plan, revise, edit, and rewriteKnow: Know how to edit for conventionsThink: Develop and strengthen writing by planning, revision, editing, and rewritingThink: Develop and strengthen writing by trying a new approachThink: Determine how well the focus of the purpose has been addressedThink: Determine how well the focus of audience has been addressed

Know

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7.W.4

7.W.5

43


Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Category: Production and Distribution of Writing Strand: Reading & Literacy


Know: Identify publishing and collaborative options that use technologyKnow: Explain how to cite sourcesKnow: Explain how to create hyperlinksKnow: Know how to collaborate effectivelyThink: Determine the best technology tools for producing and publishing writing appropriate to the purpose and audienceThink: Determine the best technology options for communicating and collaborating with others for an intended purposeDo: Use technology (Internet) to produce, revise, edit, and publish writingDo: Use technology to link to and cite sourcesDo: Use technology to interact and collaborate with others



Know: Use reliable sources of informationThink: Select appropriate sources to answer a questionThink: Determine relevant and irrelevant information from sources in order to answer a questionThink: Formulate focused questions from sources of information for further research and investigationThink: Conduct steps for research to answer a questionThink: Generate additional related, focused questions for further research and investigationDo: Implement appropriate inquiry methods to conduct a short research project

Know

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7.W.6

7.W.7

44




a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).



Know: Use effective search termsKnow: Recognize standard formats for citationsKnow: Recognize credibility and accuracyThink: Follow standard citation formatThink: Assess the credibility and accuracy of each sourceThink: Quote or paraphrase the data and conclusions of others, avoiding plagiarism



Know: Identify key ideas and details to support conclusions through researchKnow: Cite textual evidence to analyze explicit textThink: Draw evidence from key ideas and details as support for researchThink: Analyze key ideas and details as evidence of understanding textThink: Reflect on key ideas and details as evidence of understanding textThink: Draw upon key ideas and details as support for research

Know

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7.W.8

7.W.9

45





Know: Identify audience, topic, and purposeKnow: Identify appropriate organizational structure for various writingThink: Determine when to write for short or extended time frames based on audience, purpose, or taskThink: Determine appropriate organizational structure to use for various types of writing based upon task, purpose, and audienceDo: Write for various audiences, purposes, or tasks for shortened time framesDo: Write for various audiences, purposes, or tasks for extended time frames

Know

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7.W.10

46


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b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

7.SL.1




Know: Identify key ideas from reading material or researchKnow: Describe components of a collegial discussion and planningKnow: Recognize key ideas and new information during discussionsThink: Reflect on discussion topics using evidenceThink: Track progress toward specific goals and deadlines, defining individual roles as neededThink: Justify ideas and responses shared with evidence from text or research and modify when warrantedThink: Evaluate new information posed and form personal opinionThink: Formulate comments, questions, and responses based on evidenceDo: Engage in a variety of discussions by listening and sharing acquired and prior knowledgeDo: Demonstrate collegial rules during discussionDo: Articulate personal ideas clearlyDo: Pose relevant questions that elicit elaborationDo: Respond to questions and comments with relevant details, bringing discussion back on topic as neededDo: Acknowledge new information posed and respond to change viewpoints as needed

Know

47


ThinK

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Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

7.SL.2

7.SL.3



Know: Identify main details and supporting details that contribute to the topic, text, and issue studied of various media formatsThink: Visually, quantitatively, and orally analyze the main ideas and supporting details presented in diverse media and formatsThink: Explain how the ideas clarify the topic, text, and issue studied



Know: Define and identify sound reasoning, arguments, reasons, relevant and sufficient evidence, and claimsThink: Delineate a speaker’s argument and specific claimsThink: Evaluate the soundness of the speaker’s reasoningThink: Evaluate the relevance and sufficiency of the speaker’s evidence

Know

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Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

7.SL.4



Know: Identify claims/findings and salient pointsKnow: Identify appropriate eye contact, adequate volume, and clear pronunciationThink: Determine salient points and pertinent descriptions, facts, details, and examplesThink: Sequence claims, findings, salient points, pertinent descriptions, facts, details, and examples in a focused, coherent mannerDo: Present claims and findingsDo: Emphasize salient pointsDo: Present information in a focused, coherent manner, including pertinent descriptions, facts, details, and examplesDo: Demonstrate appropriate eye contact, adequate volume, and clear pronunciation

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48


ThinK

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Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.


7.SL.5

7.SL.6



Know: Recognize claims, findings, and salient pointsThink: Determine what multimedia components/visual display options best clarify informationDo: Use multimedia components/visual displays in a presentation to clarify claims and findingsDo: Use multimedia components/visual displays in a presentation to emphasize salient points



Know: Describe formal and informal settingsKnow: Describe qualities of formal and informal speechThink: Determine if formal or informal speech is appropriate in the context of a given situationDo: Adapt speech to a given context or task when speakingDo: Demonstrate correct use of formal English when speaking

Know

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49


Language

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a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.


a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. Spell correctly.

7.L.1

7.L.2



Know: Recognize phrases and clausesKnow: Identify compound-complex sentencesKnow: Identify misplaced and dangling modifiersKnow: Identify strategies to improve expression in languageDo: Demonstrate command of standard English grammar and usage when writingDo: Explain the function of phrases and clauses in general and in specific sentencesDo: Choose the best type of sentence for signaling relationships among ideasDo: Correct misplaced and dangling modifiersDo: Demonstrate command of standard English grammar and usage when speakingDo: Choose phrases and clauses correctly when speakingDo: Select and combine sentences to show relationships between/among ideas



Know: Apply correct capitalization, punctuation, and spellingKnow: Use a comma to separate coordinate adjectivesKnow: Know that coordinate adjectives describe the same word or termDo: Recall and apply spelling rules

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50


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a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

7.L.3



Know: Recognize language conventions for writing, speaking, reading, and listeningKnow: Recognize precise and concise languageThink: Apply language knowledge when writing, reading, and listeningThink: Apply knowledge of language conventions when writing, reading, and listeningThink: Use precise and concise language to eliminate wordiness and redundancy when writingDo: Use knowledge of language when speakingDo: Use knowledge of language conventions when speakingDo: Use precise and concise language to eliminate wordiness and redundancy when speaking

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b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).



7.L.4



Know: Identify multiple-meaning words and phrasesKnow: Identify grade appropriate roots and affixesKnow: Recognize strategies for finding meanings of unknown wordsThink: Determine/clarify the meaning of words using context cluesThink: Determine/clarify the meaning of words using Greek and Latin affixes and rootsThink: Choose from a range of vocabulary strategies to determine a word’s meaningThink: Verify preliminary determination of a word’s meaning by checking the inferred meaning in context or in a dictionaryDo: Use print and digital reference materials to find pronunciationDo: Use print and digital reference materials to determine or clarify precise meaningDo: Use print and digital reference materials to identify meaning, a word’s part of speech

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a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).


7.L.5

7.L.6



Know: Interpret figurative languageKnow: Know the different types of relationships of wordsKnow: Recognize the meaning of the terms connotation (associations) and denotation (definitions)Think: Analyze text to locate figures of speechThink: Analyze the relationship between particular wordsThink: Distinguish among the connotations of words with similar denotations


Anchor Standard: 7.L.CCR.6: Acquire and use accurately a range of general academic anddomain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Know: Identify general academic and domain-specific words and phrasesKnow: Gather vocabulary knowledge important to comprehension or expressionThink: Accurately use words important to the comprehension of academic and domain-specific wordsThink: Apply vocabulary knowledge when considering words important to comprehension of expressionThink: Select appropriate resources to aid in gathering vocabulary knowledge

Know

Know

Common Core State Standards

DECONSTRUCTED

Eight Grade, English Language Arts

Index Page Number

54

8.RL.1 59

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8.RL.2 59

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

8.RL.3 60

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

8.RL.4 60

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RL.5 60

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

8.RL.6 61

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

8.RL.7 61

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

8.RL.8 61


8.RL.9 62

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

8.RL.10 62

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

8.RI.1 63


8.RI.2 63

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

8.RI.3 63

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

54

Index Page Number

55

8.RI.4 64

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

8.RI.5 64

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

8.RI.6 64

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

8.RI.7 65

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8.RI.8 65

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

8.RI.9 66

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

8.RI.10 66

By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

8.W.1 67


a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.


c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.


e. Provide a concluding statement or section that follows from and supports the argument presented.

8.W.2 68


a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Index Page Number

56

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.



f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

8.W.3 69



b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.



8.W.4 70


8.W.5 70


8.W.6 71

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

8.W.7 71

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8.W.8 72


8.W.9 72


a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Index Page Number

57

8.W.10 73


8.SL.1 73



b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

8.SL.2 74

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

8.SL.3 74

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

8.SL.4 75

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

8.SL.5 75

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

8.SL.6 76


8.L.1 76


a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct inappropriate shifts in verb voice and mood.

8.L.2 77


a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly.

Index Page Number

58

8.L.3 77


a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

8.L.4 78

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.


b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede).



8.L.5 79


a. Interpret figures of speech (e.g., verbal irony, puns) in context.

b. Use the relationship between particular words to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

8.L.6 79

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension of expression.



Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.



Know: Identify explicitly stated key ideasKnow: Identify evidence that strongly supports the key ideaKnow: Recognize the difference between inference and what is explicitly statedThink: Make inferences about what a text says but is not directly statedThink: Evaluate evidence about what most strongly supports key ideasThink: Cite evidence used to make inferences from the text



Know: Understand theme and central idea of a textKnow: Know the literary elements (characters, setting, plot)Know: Objectively summarize a textThink: Analyze the development of a theme or central idea over the course of a textThink: Analyze the relationship between the theme and literary elements of the textDo: Provide an objective summary of the text

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8.RL.1

8.RL.2

59

60


Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.



Know: Identify figurative and connotative words and phrasesKnow: Identify meaning and tone of a textKnow: Identify specific words that impact meaning and toneKnow: Identify analogiesKnow: Identify allusions to other textsThink: Determine the figurative and connotative meanings of words and phrases as they are used in the textThink: Analyze the impact of word choices, analogies, and allusions on meaning and tone

Know

ThinK

8.RL.4

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.


Anchor Standard: 8.RL.CCR.5: Analyze the structure of texts, including how specific sentences,paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Know: Identify structural elements of two or more textsThink: Compare and contrast the structure of two literary textsThink: Analyze how the structure of each text contributes to its meaning and style

Know

ThinK

8.RL.5

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.



Know: Identify elements of literature dialogueKnow: Identify elements of literature plotKnow: Identify elements of literature characterizationThink: Analyze lines of dialogue for propelling actionThink: Analyze lines of dialogue for revealing charactersThink: Analyze lines of dialogue for provoking decisionsThink: Analyze incidents for propelling actionThink: Analyze incidents for revealing characterThink: Analyze incidents for provoking decisions

Know

ThinK

8.RL.3

61


Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.



Know: Determine the author’s point of view or purposeKnow: Identify evidence the author uses to support his/her characters’ viewpoint/purposeKnow: Identify conflicting evidence or viewpoints presented in a given textThink: Compare and contrast the author’s evidence and/or viewpoints to conflicting evidence and/or viewpointsThink: Analyze the techniques the author uses to respond to conflicting evidenceThink: Support your analysis with examples



Know: Recognize choices directors and actors makeKnow: Define evaluateThink: Compare and contrast the text of a story or drama and the live or filmed productionThink: Analyze the faithfulness or departure between the text of a story or drama and the live or filmed productionThink: Evaluate the outcome/impact of choices made by directors and actors

Know

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8.RL.6

8.RL.7




Know:Know:Think:Think:Think:

Know

ThinK

8.RL.8

62


Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.



Know: Identify themeKnow: Identify patterns of eventsKnow: Identify character typesThink: Compare and contrast themes in modern fiction to myth/traditional story/religious workThink: Compare and contrast patterns of events in modern fiction to myth/traditional story/religious workThink: Compare and contrast character types in modern fiction to myth/traditional story/religious workThink: Evaluate how myths, traditional stories, or religious works are rendered new

Know

ThinK

8.RL.9

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.



Know: Identify/understand key ideas and detailsKnow: Identify/understand craft and structureKnow: Identify/understand integration of knowledgeThink: Comprehend key ideas and details

Know

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8.RL.10


63



Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.



Know: Recognize the difference in explicitly stated and inference informationThink: Determine supporting details for what is explicitly statedThink: Determine supporting details for inferences madeThink: Make inferences about what is said in the text



Know: Identify the central idea of a textKnow: Identify ideas that support the central idea of a textThink: Determine the relationship between the central ideas and supporting ideasThink: Analyze the development of the central idea over the course of the textDo: Provide an objective summary of the text

Know

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8.RI.1

8.RI.2


Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).



Know: Define compare and contrastKnow: Define analogiesKnow: Define categorizationKnow: Identify individuals, events, and ideas in a textThink: Compare how individuals, ideas, and events are connectedThink: Contrast the distinctions between individuals, ideas, and events

Know

ThinK

8.RI.3

64


Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.



Know: Identify figurative, connotative, and technical words and phrasesKnow: Identify words and phrases that include analogies and allusions to other textsThink: Determine the meaning of figurative, connotative, and technical words and phrasesThink: Analyze the impact of word choice on meaning and toneThink: Analyze the impact of analogies and allusions to the meaning and tone of other texts

Know

ThinK

8.RI.4

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.



Know: Identify different roles of sentencesKnow: Identify the structure of a specific paragraph in an informational textThink: Analyze the role that a particular sentence plays in developing and refining the key conceptThink: Analyze the structure of specific sentences in developing a paragraph

Know

ThinK

8.RI.5

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.



Know: Determine the author’s point of view or purposeKnow: Identify evidence the author uses to support his/her viewpoint or purposeKnow: Identify conflicting evidence or viewpoints presented in a given textThink: Compare and contrast the author’s evidence and/or viewpoints to any conflicting evidence and/or viewpointsThink: Analyze the techniques the author uses to respond to conflicting evidenceDo: Support your analysis of evidence with examples

Know

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8.RI.6

65


Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.



Know: Identify different mediums including print, digital, video, and multimediaKnow: Define evaluateThink: Evaluate the advantages and disadvantages of using print in a presentationThink: Evaluate the advantages and disadvantages of using digital in a presentationThink: Evaluate the advantages and disadvantages of using video in a presentationThink: Evaluate the advantages and disadvantages of using multimedia in a presentationDo: Use different mediums



Know: Define and identify relevant/irrelevant evidence in informational textKnow: Define and identify sufficient/insufficient evidence in informational textKnow: Define and identify sound/unsound reasoning in informational textThink: Delineate the argument and specific claims of a textThink: Classify evidence as relevant/irrelevant in informational textThink: Classify reasoning as sound/unsound in informational textThink: Classify evidence as sufficient/insufficient in informational textThink: Evaluate an argument in a text based on sound reasoning, and relevant and sufficient evidence

Know

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Know

ThinK

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8.RI.7

8.RI.8

66


By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Category: Range of Reading and Level of Text Complexity Strand: Reading Informational Text


Know: Identify and understand key ideas and detailsKnow: Identify and understand craft and structureKnow: Identify and understand integration of knowledgeThink: Comprehend key ideas and details

Know

ThinK

8.RI.10

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.



Know: Identify differences or conflicting information between two textsKnow: Recognize facts or interpretationsKnow: Identify criteria for analyzing textsThink: Analyze two or more texts for conflicting information as to how the texts disagree in facts or interpretation

Know

ThinK

8.RI.9


67


Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge and distinguish the claim(s) from

alternate or opposing claims, and organize the reasons and evidence logically.


c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports

the argument presented.



Know: Identify an accurate, credible sourceKnow: Identify and explain phrases and clauses that create cohesion and clarify relationshipsKnow: Identify and explain alternate, counter, or opposing claimsKnow: Identify relevant evidenceKnow: Identify and explain argumentKnow: Identify and explain a concluding statementKnow: Identify and explain formal styleThink: Determine how to introduce claims and acknowledge alternate or opposing claimsThink: Organize reasons and evidence logicallyThink: Build support for claims using logical reasoning and relevant evidenceThink: Build support for claims by distinguishing between relevant and irrelevant evidenceThink: Evaluate sources for credibility and accuracyThink: Create cohesion and clarify relationships among claim(s), counterclaims, reasons, and evidenceThink: Plan a concluding statement following the argumentDo: Write an argument to support claims with clear, logical reasons and relevant evidenceDo: Write an argument which introduces claims, acknowledges and distinguishes claim(s) from alternate or opposing claimsDo: Write an argument which demonstrates logical organization of reasons and evidenceDo: Write an argument which cites credible and accurate sources of informationDo: Write an argument which demonstrates an understanding of the topic or textDo: Write an argument which uses words, phrases, and clauses to create cohesion and clarify relationships among claim(s), counterclaims, reasons, and evidenceDo: Write an argument which establishes and maintains a formal styleDo: Write an argument which provides a concluding statement that follows from and supports the argument presented

Know

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Do

8.W.1

Writing Standards

68



a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.


e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports

the information or explanation presented.



Know: Identify a topicKnow: Identify transitionsKnow: Identify precise language and domain-specific vocabularyKnow: Identify formal styleKnow: Identify a conclusion for a topic that follows from and supports the information or explanation presentedThink: Organize ideas, concepts, and information into broader categoriesThink: Analyze and organize relevant content using facts, definitions, concrete details, and quotations to develop the topicThink: Select appropriate and varied transitions to create cohesion and clarify relationshipsThink: Determine precise language and domain-specific vocabularyThink: Determine an effective, supportive conclusion for the topic or sectionDo: Develop a topic with relevant, well-chosen factsDo: Develop a topic using definitions, concrete details, quotations, examples, and other informationDo: Apply formatting, graphics, and multimedia to aid comprehensionDo: Use appropriate and varied transitions to clarify the relationships among ideas and concepts and create cohesionDo: Use precise language and domain-specific vocabularyDo: Establish and maintain a formal styleDo: Provide an effective, concluding statement or section that supports the topicDo: Write informative/explanatory texts to examine a topicDo: Write informative/explanatory texts to convey ideasDo: Write informative/explanatory texts to explain concepts and informationDo: Write with organization

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8.W.2

Do

69




b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.





Know: Identify various points of view in narrativesKnow: Identify narrative techniques such as dialogue, pacing, description, and reflectionKnow: Recognize transition words, phrases, and clausesKnow: Recognize how authors use precise words/phrases to help readers visualize or sense the actionKnow: Recognize how authors use description to help readers visualize or sense the actionKnow: Recognize how authors use sensory details to help readers visualize or sense the actionKnow: Identify various points of view in narrativesDo: Design and organize event sequences that unfold naturally and logicallyDo: Use a variety of transitions to shift from one setting to anotherDo: Analyze the relationships among experiences and eventsDo: Use precise, descriptive, and sensory language to capture the action and to develop experiences and eventsDo: Assemble a conclusion that reflects on experiences and eventsDo: Write a narrative that engages the readerDo: Write a narrative that establishes a context and point of viewDo: Write a narrative that uses dialogue, pacing, and description to develop experiences, events, charactersDo: Write a narrative that uses a variety of transitions to convey sequence and signal shiftsDo: Write a narrative that uses appropriate precise, descriptive sensory languageDo: Write a narrative that leads to a reflective conclusion

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8.W.3

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Think: Analyze the reason for writing to decide on task, purpose, and audienceThink: Determine suitable idea development strategiesThink: Determine suitable organizationThink: Determine suitable styleDo: Produce writing clear and coherent with idea developmentDo: Produce writing clear and coherent with organizationDo: Produce writing clear and coherent with style

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8.W.4




Know: Recognize how to plan, revise, edit, and rewriteKnow: Recognize how to try a new approachThink: Determine how well the focus of the purpose has been addressedThink: Determine how well the focus of audience has been addressedDo: Develop and strengthen writing by planning, revising, editing, and rewritingDo: Develop and strengthen writing by trying a new approach

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8.W.5

71


Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.



Know: Identify publishing and collaboration options that use technologyKnow: Know how to collaborate effectivelyThink: Determine the best technology tools for producing and publishing writing appropriate to the purpose and audienceThink: Determine the best technology options for communicating and collaborating with others for an intended purposeThink: Evaluate the relationship between information presented and ideas expressedDo: Select technology to present information and ideasDo: Use technology (Internet) to produce, revise, edit, and publish writingDo: Use technology to interact and collaborate with othersDo: Use technology to present information and ideas

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8.W.6

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.



Know: Identify reliable sources of informationKnow: Apply appropriate inquiry methods to conduct a research projectKnow: Apply multiple avenues of explorationThink: Determine which facts/examples best answer a questionThink: Draw conclusions about the validity of sourcesDemonstrate: Formulate questions that would allow for other avenues of explorationDemonstrate: Conduct short research projects that answer questionsDemonstrate: Conduct short research projects that draw on several sourcesDemonstrate: Conduct short research projects which generate focused questions that allow for multiple avenues of exploration

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Know: Recognize standard format for a citationKnow: Determine the relevance of information gathered from print and digital sourcesThink: Assess the credibility and accuracy of a sourceDo: Quote or paraphrase the data and conclusions of others, avoiding plagiarismDo: Use search terms effectivelyDo: Gather relevant information from multiple sources

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8.W.8


a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).



Know: Identify key ideas and details that support conclusionsKnow: Cite textual evidence to analyze explicit textThink: Draw evidence from key ideas and details as support for researchThink: Analyze key ideas and details as evidence of understanding textThink: Reflect on key ideas and details as evidence of support and understanding

Know

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Know: Identify discipline-specific tasks, audiences, and purposesThink: Determine appropriate organizational structure for various types of writing based upon task, purpose, and audienceDo: Write over shortened time framesDo: Write over extended time frames

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8.W.10



b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.



Know: Identify key ideas from reading material or researchKnow: Describe components of a collegial discussion and planningKnow: Recognize key ideas and new information during discussionsThink: Analyze texts, issues, and others’ opinionsThink: Synthesize ideas, issues, and arguments to formulate personal opinion and questions for othersThink: Evaluate personal views and the views of othersThink: Track progress toward specific goals and deadlines, defining individual roles as neededThink: Evaluate new information, personal views, as well as the views of othersThink: Formulate comments, questions, and responses based on evidence, observations, and ideas

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8.SL.1


74


Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.



Know: Identify the author’s purpose in information presentedKnow: Identify the author’s motives for the presentation of informationThink: Analyze the purpose of information presented in diverse media and formatsThink: Evaluate the motives behind the presentation of the information



Know: Define and identify a speaker’s argument and claimsKnow: Define and identify sound reasoningKnow: Define and identify unsound reasoningKnow: Define and identify relevant evidenceKnow: Define and identify irrelevant evidenceKnow: Define and identify sufficient evidenceKnow: Define and identify insufficient evidenceThink: Delineate a speaker’s argument and specific claimsThink: Evaluate the soundness of the speaker’s reasoningThink: Evaluate the relevance and sufficiency of the speaker’s evidenceThink: Distinguish between sound and unsound reasoning in a speakers argumentThink: Distinguish between relevant and irrelevant evidence in a speakers argumentThink: Distinguish between sufficient and insufficient evidence in a speakers argument

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8.SL.3

Do

Do: Engage in a variety of discussions by listening and sharing acquired and prior knowledgeDo: Demonstrate collegial rules during discussionDo: Articulate personal ideas clearlyDo: Pose relevant questions that connect ideas of several speakersDo: Respond to questions and comments with relevant detailsDo: Acknowledge new information posed and use evidence to justify personal viewpoints

75


Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.



Know: Identify claims and findingsKnow: Identify appropriate eye contactKnow: Identify adequate volumeKnow: Identify clear pronunciationThink: Determine salient pointsThink: Determine relevant evidenceThink: Determine sound, valid reasoningThink: Determine well-chosen detailsDo: Organize points and details in a coherent mannerDo: Present claims and findings emphasizing salient points with relevant evidenceDo: Present claims and findings emphasizing salient points with sound, valid reasoningDo: Present claims and findings emphasizing salient points with well-chosen detailsDo: Demonstrate appropriate eye contactDo: Demonstrate adequate volumeDo: Demonstrate clear pronunciation

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Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.



Know: Integrate multimedia and visual displaysThink: Determine when to integrate multimedia and visual displays to clarify informationThink: Determine when to integrate multimedia and visual displays to strengthen claims and evidenceThink: Determine when to integrate multimedia and visual displays to add interestDo: Integrate multimedia components/visual displays in a presentation to clarify informationDo: Integrate multimedia components/visual displays in a presentation to strengthen claims and evidenceDo: Integrate multimedia components/visual displays in a presentation to add interest

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Know: Describe qualities of formal speechKnow: Describe qualities of informal speechThink: Determine if formal or informal speech is appropriate in the context of a given situationDo: Adapt speech to a given context or task when speakingDo: Demonstrate correct use of formal English when speaking

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a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice.c. Form and use verbs in the indicative, imperative, interrogative, conditional,

and subjunctive mood.d. Recognize and correct inappropriate shifts in verb voice and mood.



Know: Define verbals such as gerunds, participles, and infinitivesKnow: Recognize verbs in active voice and passive voiceKnow: Identify verb moods such as indicative, imperative, interrogative, conditional, and subjunctiveKnow: Recognize inappropriate verb voice and moodKnow: Explain the function of phrases and clauses in general and in specific sentencesDo: Form and use verbs in active and passive voiceDo: Correct misplaced and dangling modifiersDo: Use the following verb moods correctly - indicative, imperative, interrogative, conditional, and subjunctiveDo: Correct inappropriate shifts in verb voice and moodDo: Demonstrate command of standard English grammar and usage when writingDo: Demonstrate command of standard English grammar and usage when speaking

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8.L.1

Language

77



a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.b. Use an ellipsis to indicate an omission.c. Spell correctly.



Know: Know that a dash is two hyphens without a space between them or on either sideKnow: Recall and apply spelling rulesKnow: Know that an ellipsis is three or four dots within the sentenceKnow: Identify and correct misspelled wordsDo: Apply correct capitalizationDo: Apply correct punctuationDo: Apply correct spellingDo: Use punctuation (commas, ellipsis, dash) to indicate a pause or a breakDo: Use commas to set off words or phrases that make a distinct break in the flow of thoughtDo: Use an ellipsis to slow a reader down and/or indicate a long stretch of omitted timeDo: Use a dash to set off material that is parenthetic or summary in nature

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8.L.2


a. Use verbs in the active and passive voice and in the conditional and subjunctive mood too achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).



Know: Recognize language conventions for writing, speaking, reading, and listeningKnow: Recognize when verbs are in active or passive voiceKnow: Recognize when verbs are in conditional and subjunctive moodThink: Apply knowledge of language conventions when writing, reading, and listeningThink: Determine when to use verbs in active or passive voiceThink: Determine when to use verbs in the conditional and subjunctive moodDo: Use knowledge of language when speakingDo: Use knowledge of language conventions when speakingDo: Use verbs in active or passive voiceDo: Use verbs in the conditional and subjunctive mood

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Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.


b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede).





Know: Recognize that many words have more than one meaningKnow: Identify common, grade-appropriate Greek and Latin affixes and rootsThink: Determine the meaning of a word or phrase by using context cluesThink: Determine the meaning of a word or phrase by using common Greek and Latin affixes and rootsDo: Verify the initial determination of the meaning of a wordDo: Clarify the intended meaning of multiple-meaning words and phrasesDo: Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phraseDo: Consult general and specialized reference materials, both print and digital, to find pronunciationDo: Consult general and specialized reference materials, both print and digital, to determine or clarify precise meaning or part of speech

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a. Interpret figures of speech (e.g., verbal irony, puns) in context.b. Use the relationship between particular words to better

understand each of the words.c. Distinguish among the connotations (associations) of words with

similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension of expression.



Know: Recognize the meaning of figurative languageKnow: Recognize the different types of relationships between wordsKnow: Define the meaning of the terms connotation and denotationThink: Analyze text to locate figures of speechThink: Analyze the relationship between particular wordsThink: Distinguish among the connotations of words with similar denotationsDo: Demonstrate the relationship between words to find meaning


Anchor Standard: 8.L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Know: Identify general academic and domain-specific words and phrasesKnow: Gather vocabulary knowledge important to comprehension or expressionDo: Apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expressionDo: Select appropriate resources to aid in gathering vocabulary knowledge

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8.L.5

8.L.6

College and Career readiness anchor Standards for reading

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 1, Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

2, Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 1. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

range of reading and Level of text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Note on range and content of student reading

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.



Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Writing

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Note on range and contentof student writing

To build a foundation for collegeand career readiness, students needto learn to use writing as a way ofoffering and supporting opinions,demonstrating understanding ofthe subjects they are studying,and conveying real and imaginedexperiences and events. They learnto appreciate that a key purpose ofwriting is to communicate clearly toan external, sometimes unfamiliaraudience, and they begin to adaptthe form and content of their writingto accomplish a particular task andpurpose. They develop the capacityto build knowledge on a subjectthrough research projects and torespond analytically to literary andinformational sources. To meet thesegoals, students must devote significanttime and effort to writing, producingnumerous pieces over short andextended time frames throughout theyear.



Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standardsfor Speaking and Listening

Note on range and contentof student speaking andlistening

To build a foundation for collegeand career readiness, students musthave ample opportunities to takepart in a variety of rich, structuredconversations—as part of a wholeclass, in small groups, and with apartner. Being productive membersof these conversations requiresthat students contribute accurate,relevant information; respond toand develop what others have said;make comparisons and contrasts; andanalyze and synthesize a multitude of ideas in various domains.

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.


COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS


Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

College and Career Readiness Anchor Standards for Language Note on range and contentof student language use

To build a foundation for collegeand career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and mediause; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be takenas an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

MP.1. Make sense of problems and persevere in solving them

MP.2. Reason abstractly and quantitatively

MP.3. Construct viable arguments and critique the reasoning of others

MP.4. Model with mathematics

MP.5. Use appropriate tools strategically

MP.6. Attend to precision

MP.7. Look for and make use of structure

MP.8. Look for and express regularity in repeated reasoning

Standards for Mathematical Practice

Bloom’s Taxonomy of

Cognitive Domain

Bloom’s Taxonomy Cognitive Domain

Revised

Cognitive DemandMathematics

Cognitive DemandEnglish Language Arts

webb’s Depth of Knowledge

Knowledge Remembering

Level one Level one Level one

Memorize Facts, Definitions &

FormulasMemorize, Recall Recall and Reproduction

Comprehension Understanding

Level Two Level Two Level Two

Perform Procedures Perform Procedures, Explain Skills and Concepts

Application Applying

Level Three Level Three

Demonstrate Understanding of

Mathematics

Generate, Create, Demonstrate

Analysis Analyzing

Level Four Level Four Level Three

Conjecture, Analyze, Generalize, Prove Analyze, Investigate Strategic Thinking

Synthesis Evaluating

Level Five Level Five Level Four

Solve Non-Routine Problems, Make Connections Evaluate, Integrate Extended Thinking

Alignment of Taxonomies

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